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1、新人教版 必修一 Unit 4 Natural DisastersDiscovering Useful Structures教学设计课 题UNIT4 Natural DisastersPeriod 3 Discovering Useful Structures学 科英语班 级授课教师教学理论1. The Unit Teaching Design Based on Big Ideas: Explore the overall education value of the unit through text teaching and integrating the education object
2、vies into the thematic meaning exploration and language practice activities.2. The View of English Learning Activities: Students can realize their personal development in learning, develop their English subject core competencies and implement the fundamental task of “ Moral Education and People Cult
3、ivation.”教 学主 题1. The topic of this unit is natural disasters, which belongs to human and nature. All language activities center on this topic, including Listening and speaking, Reading and Thinking, Discovering useful structures, and Reading for writing. While doing these activities, restrictive re
4、lative clauses exist everywhere. So this grammar plays a very important role in this unit. It is the third period of this unit and also a transitional period between the former period and the later period. It is not only a consolidation of the restrictive relative clauses appearing in the reading pa
5、ssage but also lays a good foundation to the writing part in this unit.2. The theme of this teaching period is to describe pictures of disasters. Students learn the rules, structure and function of restrictive relative clauses by observing, finding, summarizing and practicing. Finally, they can appl
6、y what they have learned to adding specific information and enrich their language expression. In this process, students not only learn to cooperate with group members to solve problems, but also are aware of the humans strength of unity in front of natural disasters. 教学原则1. Thematic teaching princip
7、le. According to big ideas in senior English teaching, I create a thematic situation, which is the saluting boys story in the Wenchuan earthquake, and put it in the whole class for students to not only learn the theme of this unit but also the grammar. Students learn restrictive relative clauses fro
8、m Lang zhengs descriptions of wenchuan earthquake and ends in writing a letter of gratitude from Lang zhengs perspective, thus forming a perfect circle of thematic situation.2. PPP teaching principle: presentation-practice-production. According to new curriculum standards, grammatical rules should b
9、e discovered and summarized by students themselves. So i first present sentences for students to feel and observe, and then students summarize the rules by cooperation, do exercises to consolidate and finally write a letter to apply what they have learned.3. Result oriented teaching principle. Inter
10、preting the teaching reference makes me understand that what is the final output of a class is a question that should be considered firstly when preparing a class. And all the class activities center on it to lay step-by-step foundations. The final output of this class to is to use Restrictive relat
11、ive clauses to describe things and people. I design writing a letter of gratitude describing things and people. All the activities are all around it and all the sentences in their exercises are designed to serve the final output-the writing task. So at the end of the class, students will achieve the
12、 goal naturally. 教 学目 标By the end of the class, students will be able to:1. describe pictures of earthquake, observe sentences and summarize the rules of restrictive relative clauses;2. write a letter of gratitude(感谢) using restrictive relative clauses;3. cooperate with the group members to solve pr
13、oblems;4. be aware of the humans strength of unity in front of natural disasters. 教 学重 点To summarize and master the rules, structure and function of restrictive relative clauses.教 学难 点To write a letter of gratitude using restrictive relative clauses.教学内容与过程Lead-inShow students pictures of Lang zheng
14、, the saluting boy, introduce his story and lead in the topic and restrictive relative clauses.Step 1: Observe and findActivity 1：Describe pictures of earthquake, observe sentences and find the restrictive relative clauses. 1.There were huge cracks.The cracks cut across roads and houses.=There were
15、huge cracks which/that cut across roads and houses.2.Houses and factories lay in ruins. People newly built the houses and factories.=Houses and factories which/that/ people built lay in ruins.3. Children were painful. The childrens parents died in the earthquake.=Children whose parents died in the e
16、arthquake were painful.4.People were killed or badly injured. The number of people was more than 400,000.=The number of people who/that were killed or badly injured was more than 400,000.5.Soliders who/whom/that/ our government sent there dug out the trapped people.6.Workers built shelters which/tha
17、t/ the homeless could live in.7.Doctors and nurses provided help which/that/ needed most.8.Volunteers offered food, water, clothes and medicine to survivors whose houses were lost. Step 2: SummarizeActivity 2：Observe the sentences and summarize the rules.1.There were huge cracks which/that cut acros
18、s roads and houses.2.Houses and factories which/that/ people newly built lay in ruins.3.Children whose parents died in the earthquake were painful.4. The number of people who/that were killed or badly injured was more than 400,000.5. Soldiers who/whom/that/ our government sent there dug out the trap
19、ped people.6.Workers built shelters which/that/ the homeless could live in.7.Doctors and nurses provided help which/that/ needed most.8.Volunteers offered food, water, clothes and medicine to survivors whose houses were lost. Step 3 PractiseActivity 3：Complete each sentence with that, which, who, wh
20、ose, whom or “”.1. The earthquake in my hometown was a terrible experience _ I will never forget.2. There were some smelly gas _ came out of the wells. 3. Two thirds of the people _ lived there were dead or injured.4. The whole nation rushed there to help the people _ homes were destroyed.Activity 4
21、：Combine the two sentences into one using that, which, who, whose, whom or “”.1. The terrible shaking of the building woke up all the people. The people were asleep. (who/that)_2. Most of the buildings were repaired. The buildings had been destroyed. (that/which)_3. Lang Zheng will always be thankfu
22、l for the heroes. The heroes stories will be passed down from generation to generation. (whose)_4. The people in Wenchuan will always remember the rescue workers. They fought with the rescue workers.(whowhomthat)_Step 4：Self-exploreDiscuss with the group members. He is the boy.He is the boy who/that
23、 survived the Wenchuan earthquake.Step 5：ApplyActivity 5: Please help Lang zheng to write a letter to show his thanks. Dear lovely heroes, Im Lang zheng. Im the boy who survived the Wenchuan earthquake. It was a terrible experience that I will never forget. On that day, _ But hope was not lost._ I will always be thankful for the people who helped us. Yours, Lang zhengStep 6：AssignmentPolish your draft and rewrite it. 板书设计学科网（北京）股份有限公司